Faculty Roles in the Era of Smart Institutions

Authors

By 
Offia Tugwell Owo
Offia Tugwell Owo, Department of Technical Education, Ignatius Ajuru University of Education, Port Harcourt, Nigeria
Orcid https://orcid.org/0000-0001-8754-3531

Dr. Offia Tugwell Owo is a registered electrical engineer, lecturer and researcher in the Department of Technical Education, Ignatius Ajuru University of Education, Port Harcourt, Nigeria. He obtained his Ph. D. in Electrical/Electronic Technology Education with Distinction from the prestigious Rivers State University, Port Harcourt. With over 40 publications as journal articles, book chapters and conference proceedings, Dr. Owo contributed in no small measures to the development of education and technological advancement. He’s a certified educator, STEM education expert, and technology education researcher whose works cover digital education, educational assessment, teaching strategies, employability skills development, and higher education policies and administration.

James Chibuzor ASOBIE
James Chibuzor ASOBIE, Department of Technical Education, Ignatius Ajuru University of Education, Port Harcourt, Nigeria
Orcid https://orcid.org/0009-0009-3022-3268

Mr. James Chibuzor ASOBIE is a Graduate Assistant in the Department of Technical Education, Ignatius Ajuru University of Education, Port Harcourt, Nigeria. He is currently pursuing his postgraduate studies in Building Technology Education at Ignatius Ajuru University of Education, Port Harcourt, Nigeria. He has some publications as journal articles, book chapters and conference proceedings. Mr. James Asobie specializes in Building technology education with years of experience in the field. James is researcher who’s passionate about educational development, technology-enhanced learning, skills acquisition and smart campuses and cities studies. He serves as an external supervisor to undergraduate students on industrial training.

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Published

Publication date : August 9, 2026

Synopsis

This chapter explores how smart institutions are reshaping faculty roles, responsibilities, and professional identities in higher education. It examines the impact of artificial intelligence, data analytics, adaptive learning systems, and digital platforms on teaching, research, service, and professional development. The chapter argues that faculty members are increasingly becoming learning designers, data interpreters, technology stewards, mentors, collaborators, and ethical guardians. It also identifies challenges related to workload, privacy, autonomy, equity, and the need for sustained institutional support.


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